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Disciplinary Differences in Teaching and Learning: Implications for Practice
Additional Info:
This volume of New Directions for Teaching and Learning increases our knowledge and understanding of the causes and consequences of disciplinary differences in the patterns of teaching and learning, in the instructional strategies to increase teaching effectiveness, in the culture and environment in which teaching takes place, and in faculty and students' attitudes, goals, beliefs, values, philosophies, and orientations toward instruction. Despite their practical and pervasive influence, disciplinary differences have been subjected to relatively little systematic study, especially in their effect on the quality of teaching and learning in higher education. This volume both provides new summaries of important studies on disciplinary differences and points out promising directions for further research. This is the 64th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)
Table Of Content:
ch. 1 Disciplinary differences in knowledge validation(Janet G. Donald)
ch. 2 What is taught in an undergraduate lecture? : differences between a matched pair of pure and applied disciplines (Nira Hativa)
ch. 3 Disciplinary differences in classroom teaching behaviors (Harry G. Murray and Robert D. Renaud)
ch. 4 The relationship of disciplinary differences and the value of class preparation time to student ratings of teaching (Jennifer Franklin and Michael Theall)
ch. 5 Disciplinary and institutional differences in undergraduate education goals (John C. Smart and Corinna A. Ethington)
ch. 6 Disciplines with an affinity for the improvement of undergraduate education (John M. Braxton)
ch. 7 Discipline-specific pedagogical knowledge in linguistics and Spanish (Lisa Firing Lenze)
ch. 8 Subject-matter differences in secondary schools : connections to higher education (Susan S. Stodolsky and Pamela L. Grossman)
ch. 9 Disciplinary differences in what is taught and in students' perceptions of what they learn and of how they are taught (William E. Cashin and Ronald G. Downey)
ch. 10 Approaches to studying and perceptions of the learning environment across disciplines (Noel Entwhistle and Hilary Tait)
ch. 11 Disciplinary differences in students' perceptions of success : modifying misperceptions with attributional retraining (Verena H. Menec and Raymond P. Perry)
Concluding remarks : on the meaning of disciplinary differences
This volume of New Directions for Teaching and Learning increases our knowledge and understanding of the causes and consequences of disciplinary differences in the patterns of teaching and learning, in the instructional strategies to increase teaching effectiveness, in the culture and environment in which teaching takes place, and in faculty and students' attitudes, goals, beliefs, values, philosophies, and orientations toward instruction. Despite their practical and pervasive influence, disciplinary differences have been subjected to relatively little systematic study, especially in their effect on the quality of teaching and learning in higher education. This volume both provides new summaries of important studies on disciplinary differences and points out promising directions for further research. This is the 64th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)
Table Of Content:
ch. 1 Disciplinary differences in knowledge validation(Janet G. Donald)
ch. 2 What is taught in an undergraduate lecture? : differences between a matched pair of pure and applied disciplines (Nira Hativa)
ch. 3 Disciplinary differences in classroom teaching behaviors (Harry G. Murray and Robert D. Renaud)
ch. 4 The relationship of disciplinary differences and the value of class preparation time to student ratings of teaching (Jennifer Franklin and Michael Theall)
ch. 5 Disciplinary and institutional differences in undergraduate education goals (John C. Smart and Corinna A. Ethington)
ch. 6 Disciplines with an affinity for the improvement of undergraduate education (John M. Braxton)
ch. 7 Discipline-specific pedagogical knowledge in linguistics and Spanish (Lisa Firing Lenze)
ch. 8 Subject-matter differences in secondary schools : connections to higher education (Susan S. Stodolsky and Pamela L. Grossman)
ch. 9 Disciplinary differences in what is taught and in students' perceptions of what they learn and of how they are taught (William E. Cashin and Ronald G. Downey)
ch. 10 Approaches to studying and perceptions of the learning environment across disciplines (Noel Entwhistle and Hilary Tait)
ch. 11 Disciplinary differences in students' perceptions of success : modifying misperceptions with attributional retraining (Verena H. Menec and Raymond P. Perry)
Concluding remarks : on the meaning of disciplinary differences